Cross-cultural Competence Journey Paper

Introduction

One of the challenges teachers face in gathering effective assessment data is cultural clashes. Cultural clashes emanate from cultural competence. Research indicates that cultural clashes can be minimized through enhancing cross-cultural competence. Three training components that are essential in the quest to attain cross-cultural competence include clarifying one's own values, gaining cultural specific information, and applying and practicing the methods and information acquired through self-examination and information gathering. Virtual interviews to attain cross-cultural competence through gathering cultural specific information can be made possible through technologies such as Skype, Google +, and many other technologies that allow face-to-face communication. (Keengwe, 2013)
This paper discusses the cultural origin, beliefs, and behaviors of the author. His attitude towards other culture and cross-cultural advocacy are also included.

Analysis

As a human being, I was raised in a family that molded me into a real person. I have learned a lot of things from my family which include my culture. My family is a religious one. It can be said that we belong to the low culture context because we are less communicative. I am a shy type person.
I was taught values and good qualities by my parents that is usually observed in my behaviors. I respect other cultures for I was trained by my parents to do so. They told me to be respectful to everyone regardless of who he is and what he has.
If I were to choose from the cultural perspectives that is to be promoted in the Philippine society, I would choose the "Salad Bowl". In order to have a progressive and well-developed society, each distinct culture must be mixed to create a unique whole. Instead of viewing cultural differences as a weakening factor or counter-development to society, it must be viewed as an essential factor to strengthen and nourish. (Tamayao, 2013)
As a future educator, I have to practice or embrace high context culture because this is the culture that is seemed dominant in the Philippine schools. I have to primarily use non-verbal methods to relay meaningful information in conversations, such as facial expressions, eye movement, and tone of voice. The situation, people, and non-verbal elements are more important than the actual words that are communicated. People are comfortable standing close to each other. The preferred way of solving problems and learning is in groups. Members of the culture place emphasis on interpersonal relationships. Trust must be developed before business transactions can begin. (Williams, 2014)

I have to be acquainted with polychromic culture because this is also common on most Filipino students. Example is the unscheduled tasks to do. These things are beneficial in handling students in a multicultural classroom.

Conclusion

Future educators must have implicit knowledge of his cultural origins, behaviors, and views towards other culture. He must choose one cultural perspective that best fits to the Philippine society. He should be flexible to the culture of his students in a multicultural classroom. He must be knowledgeable of the high and low culture context and monochromic or polychromic culture.

References

Keengwe, J. a. (2013). Virtual Interviews and Interpretaion to Attain Cross-culrural Competence. In J. a. Keengwe, Cross-Cultural Considerations in the Eaducation of Young Immigrant Learners (p. 287). IGI Global.
Tamayao, A. I. (2013). Multicultural Education. In A. I. Tamayao, Social Dimension of Education (p. 126). Manila: Rex Book Store, Inc. (RBSI).
Williams, Y. (2014, October 2). High Context Culture Definition. Retrieved from Education Portal: http://educationportal.com



Calsa, Ryan Jay Bucao BSEd-Mathematics IIIPage 1

Cross-cultural Competence Journey Paper